The Potential of Introductory Statistics to Promote Data Literacy and Attract Underrepresented Minority Students to Data Science

Abstract

We are in the age of “Big Data” where only few can do their work effectively without performing some sort of quantitative analysis or referring to empirical information. With the introductory statistics course being the main source of quantitative training for undergraduates, efforts should focus on designing introductory statistics to promote data literacy and help students develop statistical reasoning and acquire the data-analytical skills essential for the Data Science era. Such efforts should be particularly supported at minority serving institutions to help with closing the diversity gap in Statistics and Data Science. This study uses extensive students’ data from a large minority serving institution in the United States to show the consequences of the consensus (traditional) introductory statistics course design on students’ learning gains and experience, and to explore the potential of introductory statistics to promote data literacy and attract minority students to pursue Data Science education and/or careers.